3.1 Introduction

Activity 2: Meeting legal requirements in Scotland

The following PDF document contains pages from Section 11 of the Open University publication ‘The Legal Framework’, which was written for the OU Masters Programme in Education.


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2 Online learning – What does the research tell us?

Marion Coomey and John Stephenson review a range of research to try to set out what designers of online learning should learn from experience.

Activity 2

1 hour 0 minutes

Read the article by
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1.2 Copyright and OER

I assume that you are reading this unit because you would like to create a unit similar to the materials that you can find on the OpenLearn website. You therefore have a teaching purpose and are particularly interested in the use of online tuition. Hopefully you are also keen to share your teaching materials with others in OpenLearn Works. But why bother creating a new Open Educational Resource? Surely there is so much material already available for free on the web anyway!

I would answe
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1.1 Open educational resources

Names quickly become loaded: distance learning, supported self study, computer-based training/computer-aided instruction, home study and flexistudy, to name but a few, have all been used to describe self instruction or self study and many of these terms are thought wanting. The UK Open University is sometimes described as a ‘distance-learning institution’ yet the support that students receive from their tutor through telephone, email and face-to-face tutorials and through correspondence t
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Introduction

This unit looks at the pedagogical issues involved in the creation and selection of self-study educational resources for a set of intended learning outcomes as exemplified here on OpenLearn. It is a unit about writing a unit. Although it considers the way that people at The Open University set about writing open-learning materials, it will not focus specifically on the University’s particular production system. Nor does it look deeply at the technical issues involved in producing certain ty
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2 Finding evidence

If the purpose of monitoring is to ensure that policies and plans are being put into action, it follows that governors should be focusing their attention on finding evidence that supports this.

Governors are not inspectors, and need to be aware of the danger that they could impinge on the role of the headteacher through inappropriate involvement in day-to-day monitoring, rather than operating at the strategic level.

How monitoring is undertaken is a matter for each individual gove
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1 What is monitoring?

Monitoring means gathering evidence to show what progress has been made towards strategic priorities and targets and the implementation of policies.

Evaluation means making judgements about the results.

DfES 2003, National Training Programme for New Governors, Module 2, p. 4.

Monitoring is a key aspect of governors' remit; it is necessary so that governing bodies can carry out their strat
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Learning outcomes

The aim of this unit is to:

  • explain the nature and value of the governing body's monitoring role as part of school improvement;

  • familiarise governors with different forms of monitoring and demonstrate ways in which governors can undertake their role as critical friends of the school;

  • reflect upon the importance of sharing information between members of the governing body and school staff;

  • raise awareness of the importance of the evalu
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Acknowledgements

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Author Details

Sue Platt has been a school governor for 21 years, at both primary and sec
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References

Click here to go to target guidance
Creese, M. and Earley, P. (1999,) Improving Schools and Governing Bodies: Making a difference, Routledge, London, p. 52.
National training Programme for New Governors – 2003. Module 2, ‘The critical friend’.

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4 Using data to set targets

Target-setting will take place on a number of levels … but ultimately it should affect individual pupils.

(Creese and Earley, 1999)

As mentioned earlier, it is unlikely that the governing body will actually set the targets. The headteacher will have worked with the staff, drawing on a range of evidence including benchmarking information and consulting the teachers, who keep comprehensive reco
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1 A revolution in schools

The school we are in today will not be the school we are in tomorrow. This is especially apparent when the government's Extended Schools and Every Child Matters agendas for English schools are added to the mix, together with remodelling and the changes to the 14 – 19 phase. For details of the bursar's key role in this process visit Bursar's role in remodelling [accessed 26 January 2007].

Admittedly, there is no ‘one size fits all’ business manager (or bursar) role. The position a
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Learning outcomes

The learning outcomes for this unit are:

  • to review a job description for a business manager that takes account of today's context;

  • to understand how a business manager can support teaching and learning and all stakeholders;

  • to understand and use a range of analytical tools;

  • to apply these analytical tools to your school's situation, in particular responding to government agendas;

  • to understand how benchmarking data can
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6.2 Citizenship at work

Employment is an issue of growing relevance to the lives of young people. In addition to their contact with the world of work through work experience, work-related learning and Citizenship, many young people also combine part-time work with their studies…. Young people need to know about the importance of health and safety at work, how to tackle discrimination and how to exercise their rights. They also need to underst
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Introduction

Successful transitions – whether from lower secondary to upper secondary; at age 16; into work-based training or university; or into work at any age – are life-enhancing for individuals and crucial to our future social and economic well-being. They are also an indicator of a good school. Careers education and guidance (CEG) is therefore at the heart of a school's personal development programme and all teachers have a role in securing successful transitions for their students.

This u
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6.2 Before the school experience review

In preparation for this important meeting the mentor will need to:

  • discuss with the school co-ordinator the student teacher's achievements and areas for future development;

  • review the evidence from observations and mentor session records to check that targets set during the placement were achieved;

  • review the student teacher's school experience file;

  • discuss with the school co-ordinator the draft comm
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Supporting professional development in ITT: introduction

This unit is for mentors, tutors and student teachers. It also provides useful information for school co-ordinators.

The following sections will help mentors and student teachers work together effectively to develop student teachers' professional skills and understanding.


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Acknowledgements

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Author details

Sue Cowley is an experienced teacher and subject co-ordinator, who has tau
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Summary

In this section, you have begun to explore your knowledge about what language is and how you use it in your everyday life. In particular, you have seen that:

  • language (including literacy) is an inescapable part of everyday life;

  • language is a highly developed and specifically human system for making meaning;

  • using language involves coordinating a wide and complex range of knowledge of:

     

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Spanish: Con mis propias manos
This unit is designed to develop your knowledge and understanding of Spanish-speaking societies and cultures and extend the practical skills of listening, speaking, reading and writing. You will examine the world of Spanish and Latin-American art and explore the difference between art and craft. First published on Tue, 24 May 2011 as Author(s): Creator not set